1) TPACK is a framework for teacher knowledge that focuses on the intersections between technological knowledge, pedagogical knowledge, and content knowledge. 2) A study examined the relationship between modeling technology use during teacher preparation and the development of pre-service teachers' TPACK. It found that greater modeling of technologies like digital materials and communication tools predicted higher TPACK. 3) TPACK can be used as a framework for teacher educator development to help integrate technology throughout teacher preparation programs in a way that connects it to pedagogy and content.

1. TPACK: AN EMERGING RESEARCH AND DEVELOPMENT TOOL FOR TEACHER EDUCATORS Ann Thompson Iowa State University ​ EvrimBaran Iowa State University Hsueh-Hua Chuang National Sun Yat-sen University

2. Outstanding Students from Turkey in My Research Program ISU Graduate Students SonmezPamuk Ismail Sahin EvrimBaran Visiting Scholars TurkanKarakus AyseGul Kara

3. Each winter, about 40 preservice teachers from Turkey join us for 6 weeks of student teaching Turkish Student Teachers at ISU

4. Strong influence and contributions from graduate students from Turkey Lasting collaborative ties Direct involvement with our TPACK work Professional and Personal Ties

5. Outline TPACK conceptual framework Examples TPACK Impact in research TPACK impact in practice

6. Technology Use in Schools Has Not Met Expectations “Although computers were available, teachers were not using them; and when they did, it was at an adoption stage of use, reinforcing basic skills.” Cuban, 2001

7. echno-centric Approach C T Limited or no connections to Pedagogy and Content P

8. Evidence of Techno-Centric Approach Early emphasis on the technology in isolation Computer labs, centers that are not integrated into the curriculum Separate computer classes

9. Can knowing a technology automatically lead to good teaching with technology? GAP CLASSROOMS WORKSHOPS Where skills are applied. Know how to teach with it. How and where skills are learned. Know how to use

10. TEACHING IS A COMPLEX ACTIVITY THAT DRAWS ON MANY KINDS OF KNOWLEDGE C P ontent edagogy T echnology

11. TEACHING IS A COMPLEX ACTIVITY THAT DRAWS ON MANY KINDS OF KNOWLEDGE C P Pedagogical Content Knowledge The ways of representing and formulating the subject that make it comprehensible to others.

12. Pedagogical Content Knowledge CONTEXT CONTEXT C P Technological Content Knowledge Technological Pedagogical Knowledge T CONTEXT CONTEXT

13. TPCK TPACK Total PACKage

15. TPACK Examples Science Using probes for data collection Using spreadsheets for data analysis Behaving as a scientist Social Studies Using digital archives Creating digital, historical stories Foreign Language

16. Teachers Need Technological Pedagogical Content Knowledge Focus is no longer upon the technology TPACK provides a framework to think about teacher technology use and staff development in both higher education and K-12 environments The emphasis is on the intersection of technology, content and pedagogy

17. TPACK For Teacher Training and Professional Development C P T

18. TPACK Research First generation TPACK Second generation TPACK

19. WHY a Survey? Making it real/opening the conversation Efficient way to focus on preservice teacher development of TPACK over time Data for professors on individual classes Survey available at: http://tpack.org

20. TPACK Survey Developers Denise A. Schmidt, Evrim Baran, Ann Thompson Center for Technology in Learning and Teaching PunyaMishra, Matthew J. Koehler, Tae S. Shin

21. Research Plan

22. Research Context 3-credit, introduction to technology course (15 weeks) Required for elementary education and early childhood education majors Attend two, 1-hour lectures and one, 2-hour laboratory session every week

24. I can choose technologies that enhance the content for a lesson.

25. I can select technologies to use in my classroom that enhance what I teach, how I teach and what students learn.

27. Final Validation

28. Paired-Sample t-test

29. Current Research on TPACK Implementation of the survey in different educational contexts Survey translation to different languages Trace the development of TPACK throughout the program Set a frame for developing TPACK throughout the teacher education program, emphasizing pedagogy and content as well Begin PreK-6 classroom observations of preservice teachers’ TPACK

30. Minneapolis Public Schools (MPS): Professional Development through Technology (PDT2) Ohio University: Teacher’s Professional Development Brigham Young University, Utah Sam Houston State University, Texas Northern Arizona University: Mathematics for Elementary Teachers Syracuse University, New York University of Tennessee NorthCentral University, Arizona

31. University of Delhi Teacher Preparation program, India University of Southern Queensland, Australia University of the Punjab, Pakistan: TPACK of Elementary and ECE Pre-service teachers Sakarya University, Turkey: TPACK Survey Translation National Sun Yat-sen University, Taiwan Selcuk University, Konya

32. Technology Modeling Effects on In-service Early Childhood Teachers TPACK A Case in Taiwan

33. Purpose of the Study To examine the relationship between the degree of modeling technology used during the teacher preparation stage and the development of technological pedagogical content knowledge (TPCK) of early childhood teachers in Taiwan.

34. Methods Instrument: --Demographic section, --TPACK instrument was translated and adapted from Schmidt et al. (2009) survey instrument. -- the five items of modeling technology use by the teacher education faculty 1) the use of Information Technology (IT) hardware and software in teaching and learning, 2) the use of digital materials and multimedia educational software, 3) the use of online course platform, 4) the use of online assessment, and 5) the use of CMC tools to facilitate interactions among learners and instructors. Pilot Study A total of A total of 335 early childhood teachers took the final survey and the response rate is 86%.

35. Results Five modeling technology uses during the teacher preparation stage has a mean of 3.57 (SD=.74) on a five point likert scale Self-assessed TPACK and the extent of the five technology modeling uses during the teacher preparation stage was significantly correlated at the 0.01 level with the r ranging from .4 to .628 (Table 1) A summary of stepwise regression results -- two technology modeling uses were significant predictors of the TPACK measure (p <.001). a) the use of CMC (computer-mediated communication) tools such as email, blogs, web discussion forums to facilitate interactions among learners and b) instructors and the use of digital materials and multimedia educational software (Table 2)

36. Table 1

37. Table 2

38. Discussions and Conclusion This present study reinforced and validated the significance of the Research from Preparing Tomorrow Teaches to Use Technology (PT3) grant projects have proposed that modeling in technology use and integration in teacher preparation course has positive effects for the preservice teachers’ future use of technology in their professional career in K-12 schools (Adamy & Boulmetis, 2005; Casey & Casey, 2004). In addition, this study provides a useful approach for using TPACK survey research to examine approaches to technology integration.

39. TPACK AS A FRAME FOR DEVELOPMENT Development for teacher education Development in elementary, middle school and high school

41. Tool for Individual Faculty

42. Technology Course(s)

43. Encourages Integration Across the Program

45. One to one faculty mentoring

46. Discovery of TPACK frame

47. Use for defining work with faculty

50. THE TECHNOLOGY IN TEACHER EDUCATION COMMUNITY Central community-building experience for the mentors Place to bring technical questions Place to bring mentoring challenges

51. THE IMPORTANCE OF CTLT The CTLT makes both resources and expertise available It serves as a gathering place for mentors and mentees http://www.ctlt.iastate.edu

52. THE IMPORTANCE OF CTLT

53. Current Faculty Projects Content: One Room School House Technology: Second Life Pedagogy: Inquiry

54. http://activitytypes.wmwikis.net Teachers use basic activity types in their planning Activity types are different in different content areas Work to match technology with activity types in different content areas Judi Harris Work

55. TPACK as a frame for: Our Research Our Development Our Collective Progress ​ tpack.org

56. tpack.org ​

57. Teşekkürler Thank you 謝謝 Ann Thompson eat@iastate.edu ​ Hsueh-Hua Chuang hsuehhua@gmail.com EvrimBaran evrimb@iastate.edu